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This article is aimed at improving understanding of the possibilities and implications of using patents as a teaching instrument for universities in developing countries in order to enable undergraduate business students to discuss critical issues associated with the commercialization of technological innovations.

This study is based on an explorative case of an experiential teaching exercise involving undergraduate students addressing the development of business plans addressing the commercialization of patents. In this way, we proposed the POSTE model to provide a pathway to knowledge creation by integrating entrepreneurial competences of entrepreneurship competences with existing practices.

Given the complex nature of the patenting process, the experiential exercise proposed by this study contributes to enhance IP commercialization capabilities of undergraduate students by simulating decision-making regarding market size, user requirements, product pricing, competitors, substitute products, time-to-market, product production arrangements and strategic use of the terms of a patent.

One limitation of this research involves the impossibility of completely addressing the venture launch gap. Despite the realistic learning experience based on a real patent, as students do not own the intellectual property rights (IPRs) associated with the patents used in the course, it is not possible to implement the business models developed during the course.

Since patent documents are freely available and companies are increasingly dependent on intellectual property (IP) assets to remain competitive, our study provides evidence that patents can provide a rich source of information that can be used to simulate venture creations by taking into consideration economical, strategical, and legal skills needed to bridge the technology commercialization gap.

Given the lack of courses addressing intellectual property in the wide majority of Brazilian undergraduate courses, the teaching experience described in this study contributes to raise the sense of urgency for the commercialization of patents among college students, as a means of turning technology into business.

Despite of the growing correlation between IP and competitiveness, teaching methods relying on IP data, such as patents, industrial designs and trademarks, in research institutions located in developing countries have received limited treatment in the extant literature.

This article explores the use of natural language processing (NLP) techniques and machine learning (ML) models to discover underlying concepts of gender inequality applied to artificial intelligence (AI) technologies in female social media conversations. The first purpose is to characterize female users who use this platform to share content around this area. The second is to identify the most prominent themes among female users’ digital production of gender inequality concepts, applied to AI technologies.

Social opinion mining has been applied to historical Twitter data. Data were gathered using a combination of analytical methods such as word clouds, sentiment analyses and clustering. It examines 172,041 tweets worldwide over a limited period of 359 days.

Empirical data gathered from interactions of female users in digital dialogues highlight that the most prominent topics of interest are the future of AI technologies and the active role of women to guarantee gender balanced systems. Algorithmic bias impacts female user behaviours in response to injustice and inequality in algorithmic outcomes. They share topics of interest and lead constructive conversations with profiles affiliated with gender or race empowerment associations. Women challenged by stereotypes and prejudices are likely to fund entrepreneurial solutions to create opportunities for change.

This study does have its limitations, however. First, different keywords are likely to result in a different pool of related research. Moreover, due to the nature of our sample, the largest proportion of posts are from native English speakers, predominantly (88%) from the US, UK, Australia and Canada. This demographic concentration reflects specific social structures and practices that influence gender equity priorities within the sample. These cultural contexts, which often emphasize inclusivity and equity, play a significant role in shaping the discourse around gender issues. These cultural norms, preferences and practices are critical in understanding the individual behaviours, perspectives and priorities expressed in the posts; in other words, it is vital to consider cultural context and economic determinants in an analysis of gender equity discussions. The US, UK, Australia and Canada share a cultural and legal heritage, a common language, values, democracy and the rule of law. Bennett (2007) emphasizes the potential for enhanced cooperation in areas like technology, trade and security, suggesting that the anglosphere’s cultural and institutional commonalities create a natural foundation for a cohesive, influential global network. These shared characteristics further influence the common approaches and perspectives on gender equity in public discourse. Yet findings from Western nations should not be assumed to apply easily to the contexts of other countries.

From a practical perspective, the results help us understand the role of female influencers and scrutinize public conversations. From a theoretical one, this research upholds the argument that feminist critical thought is indispensable in the development of balanced AI systems.

The results also help us understand the role of female influencers: ordinary individuals often challenged by gender and race discrimination. They request an intersectional, collaborative and pluralistic understanding of gender and race in AI. They act alone and endure the consequences of stigmatized products and services. AI curators should strongly consider advocating for responsible, impartial technologies, recognizing the indispensable role of women. This must consider all stakeholders, including representatives from industry, small and medium-sized enterprises (SMEs), civil society and academia.

This study aims to fill critical research gaps by addressing the lack of a socio-technical perspective on AI-based decision-making systems, the shortage of empirical studies in the field and the need for a critical analysis using feminist theories. The study offers valuable insights that can guide managerial decision-making for AI researchers and practitioners, providing a comprehensive understanding of the topic through a critical lens.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

This study aims to provide and find an alternative solution to achieving literacy indexes and financial inclusion that exceeded the target in 2019.

This research uses a normative research type. Secondary data becomes the primary data and uses the method of qualitative data analysis.

The results showed that public literacy and financial institutions’ inclusion were dependent on public trust in financial institutions. The Financial Services Authorities’ (FSA) arrangement’s weakness lies in the limited scope of the FSA’s authority in carrying out legal actions against unlicensed financial institutions and the low critical power of the community in choosing a credible financial institution.

Based on the research findings, results are expected to have implications for the concept of FSA’s authority.

Based on the research findings, results are expected to have implications for expanding the FSA’s authority to conduct oversight of financial institutions so that the high literacy and financial inclusion of the public can achieve public welfare.

The research implication for the community is that the results of this study find weaknesses in the financial literacy and inclusion policies to find the causes of the problems and find solutions to these problems. The practical research implications are for policymakers; research results can be used as a basis for determining solutions to problems in regulations. The results of this study can also have implications for the development of a boy of knowledge in the field of business economic law, especially economic law.

To the best of the authors’ knowledge, there are no researches that have similarities with this paper.

This paper aims to determine, from key actors’ perspective, how sustainability has been integrated into the policies and strategies of higher education institutions (HEIs), particularly Portuguese public universities, within the framework of the United Nations Decade of Education for Sustainable Development (UN DESD) 2005-2014.

Semi-structured exploratory interviews were conducted after gathering a sample of 15 key actors in decision-making processes who designed and implemented Portuguese education for sustainable development (ESD). Seven interviews with the key actors were undertaken and analyzed, leading to other plans, policies and programs that were not publicly accessible.

The main findings are the lack of commitment from governmental institutions to implementing ESD at the university level and how few documents are partially linked to sustainable development, according to the key actors’ opinions. Nevertheless, Portuguese universities’ autonomy and their social responsibility have lead them to develop several initiatives and policies toward ESD.

Convenience sample does not allow results to be generalized to all Portuguese HEIs. Future investigation will be undertaken, including the analysis of plans, policies and strategies at university level, and a questionnaire survey will be applied to those responsible for implementing sustainability in Portuguese universities.

This study provides findings, conclusions and recommendations that ultimately motivate HEIs to achieve sustainable development and to be more effective in integrating sustainability into their policies and strategies.

The paper contributes to the literature by reflecting the lack of integration of policies and strategies in HEIs in a southern European country (Portugal), within the framework and goals of the UN DESD 2005-2014, and by explaining similar patterns probably existing in other countries.